Prek 10 Lesson

To begin, I am a very well rounded individual, and although my interests and skills aren’t limited to STEM, I have found that my passion for STEM has made me a better person overall. I live in a very rural part of Canada, and because of this, it can be difficult for me to find things to do, especially when it comes to science and technology. This is why that I have, for the most part, paved my own way and learned most of the things I know about science and technology on my own, simply because these subjects are, to me, among the most interesting in the world. I have an insane drive to put my learning to use so that I can innovate and inspire others to continue their studies in STEM because I have found, through my own personal experience, that

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.

This program is appropriate in a diverse, 4th grade general education classroom. The modules are made up of “Topics” and “Lessons” that are aligned to Common Core State Standards (CCSS). Each module provides the foundational standards needed for the lessons (i.e. CCSS from the previous grade), as well as the focus grade level standards. The first module introduces concepts which are then spiraled within the next module’s focus. While the modules are thematic and based on each mathematics domain (base ten numbers, geometry, fractions, data, algebraic thinking), some standards are seen across topics and lessons. Each lesson has allocated time to four major components: fluency practice, concept development, application problems, and student debrief.

The lesson plan 3 was about “Time by the hour” for math. Throughout the time in my placement field, I get to observe and teach in my cooperating teacher’s 1st grade class. I had learned so much about the students and enjoyed working along with everyone. At the end of every planned lesson plans, I have learned so much and gained some useful information on how to become a better teacher in the future. In this lesson plan 3, I had reflected on my past mistake and learn to grow from it.

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

STEM integration within America’s schools is a necessary requirement to adequately prepare students to compete in our future society. Although growth in STEM related jobs is quite apparent, knowledge of STEM capacities is necessary to function in the 21st century.

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

From the FBD, the charge 1 is at rest and have a net force of 0.

Helping others succeed by teaching STEM is what I believe to be one of the most beneficial ways I can help people. I would especially like to expose them to engineering so that one day they can be engineers themselves. However, the methodical thinking that engineering teaches can be brought into any career field and is beneficial to everyone.

Math lessons can be written with the influence of the arts at locations including both the target objectives as well as the learning activities. This lesson plan has students participating in these art influences to help attain mastery and retention. These activities are very important for Sousa says that teaching the arts enhances our cognitive and emotional growth (2011). The students will be experiencing the art through the visual perspective

[“Everyday Mathematics” is the math curriculum the school uses currently. The 5th grade general education teachers do not follow this curriculum. They develop their own lesson plans every week and align them with Minnesota Education Board standards for the 5th grade. I have developed my lesson plans keeping in mind my focus learner’s annual math IEP goals. Since there was no specific textbook used to teach math, I decided to base the content of the learning segment based on a research-based intervention called “Solving Math Word Problem: Teaching Students with Learning Disabilities Using Schema-Based Instructions done by Asha K. Jitendra in 2007. The features of the above evidence-based intervention align with state and national standards,

This allows our students to create their own understandings by connecting with what they have learned. We are presenters not lectures, in which we model, demonstrate, and present activities and options for children to encourage learning. We observe children during these activities to gather information to help us identify our student’s ideas and interact with them to provide options to increase their learning. We ask questions and propose problems to initiate further inquiry from our students to promote higher order of thinking. We organize our environment to promote learning that allows for discovery and learning that best fits our children’s needs. We are public relations coordinators that encourage cooperation amongst our students and acceptance of diversity within the classroom. We also advocate for this practice and teach others the benefits that this approach has for our students. As the teacher, we are documenters of learning and reflects on the impact that these practices have on each individual learner based on knowledge gained and their skill development. We are also theory builders by helping our students make connections among their ideas and help them make meaningful connections that represent their created knowledge. These roles can form a model for teaching science because it creates an optimum environment for our students to make connections and build on their ideas through discovery, and having the opportunity to share their ideas and make meaningful connections between their experiences and the knowledge that they are

Jeffrey Mervis interviewed educators about their efforts to improve undergraduate STEM education. Daniel Goroff, a mathematician at Harvey Mudd College in Claremont, California, tells his students, “Science is done in connected communities rather than